基于agent的学徒制仿真比较研究

J. Artif. Soc. Soc. Simul. Pub Date : 2022-01-01 DOI:10.18564/jasss.4733

A. Sedigh, M. Purvis, Bastin Tony Roy Savarimuthu, Christopher K. Frantz, Maryam A. Purvis

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引用次数: 1

摘要

在本文中，我们调查了不同特征的学徒计划在历史和当代社会的影响。学徒制是社会中技能转移的主要手段之一。我们考虑了五个社会:旧英国制度(公元1300 - 1600年)，英国的印度公司(公元1600 - 1800年)，新尤法的亚美尼亚商人(公元1600 - 1700年)，当代德国学徒制(1990年)，以及英国的“现代学徒制”(2001年)。在比较这些系统时，使用基于代理的simulationmodel、weidentifiedsixcharacteristicswhichimpactthesuccessofanapprenticeshipprogrammeinasociety whichwemeasuredbyconsideringthreeparameters、namelythenumberofskilledagentsproducedbytheapprenticeships programmecompletion, andthecontributionofprogrammestotheGrossDomesticIncome (GDI) ofthesociety.Weinvestigatedifferentdefinitionsforsuccessofanapprenticeshipandsomehy-potheticalsocietiestotestsomecommonbeliefsaboutapprenticeships itisbettertoinvestinapublic 'performance.Thesimulationssuggestthata)educationalsystemratherthansubsidisingprivatecontractorstotrainapprentices, b) havingahighercompletionratioforapprenticeshipprogrammedoesnotnecessarilyresultinahighercontributionintheGDI,并且)州长(e.g.mayorsorgovernment) thatfacesignificantemigrationshouldalsoconsideremployingpoliciesthatpersuadeapprenticestocompletetheirprogrammeandstayinthesocietyaftercompletiontoimproveapprenticeshipefficacy着。

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A Comparative Study on Apprenticeship Systems Using Agent-Based Simulation

: In this paper, we investigate the effects of different characteristics of apprenticeship programmes both in historical and contemporary societies. Apprenticeship is one of the major means to transfer skills in a society. Weconsiderfivesocieties: theoldBritainsystem(AD 1300 s − 1600 s ), theBritishEastIndiaCompany(AD 1600 s − 1800 s ), Armenian merchants of New-Julfa (AD 1600 s − 1700 s ), contemporary German apprenticeship ( 1990 s ), and the “ Modern Apprenticeship ” in Britain ( 2001 ). In comparing these systems, using an agent-based simulationmodel,weidentifiedsixcharacteristicswhichimpactthesuccessofanapprenticeshipprogrammeinasociety,whichwemeasuredbyconsideringthreeparameters,namelythenumberofskilledagentsproducedbytheapprenticeships,programmecompletion,andthecontributionofprogrammestotheGrossDomesticIncome(GDI)ofthesociety.Weinvestigatedifferentdefinitionsforsuccessofanapprenticeshipandsomehy-potheticalsocietiestotestsomecommonbeliefsaboutapprenticeships’performance.Thesimulationssuggestthata)itisbettertoinvestinapubliceducationalsystemratherthansubsidisingprivatecontractorstotrainapprentices,b)havingahighercompletionratioforapprenticeshipprogrammedoesnotnecessarilyresultinahighercontributionintheGDI,andc)governors(e.g.mayorsorgovernment)thatfacesignificantemigrationshouldalsoconsideremployingpoliciesthatpersuadeapprenticestocompletetheirprogrammeandstayinthesocietyaftercompletiontoimproveapprenticeshipefficacy.

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J. Artif. Soc. Soc. Simul.

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